一個混成式案例教學模式應用於非正式科學師資培育之成效：由學習參與和學習感受觀點

Effectiveness of Applying a Blended Case-Based Teaching Model to Informal Science Teacher Preparation: Perspectives of Learning Engagement and Learning Perception

10.6173/CJSE.201806_26(2).0004

洪嘉駿(Chia-Chun Hung)；施昆易(Kun-Yi Shih)；王淑卿(Shu-Ching Wang)；董曜瑜(Yao-Yu Tung)；王國華(Kuo-Hua Wang)

奈米科技 ； 教學知能 ； 混成式案例教學 ； 學習參與 ； 學習感受 ； Nanotechnology ； Pedagogical Knowledge ； Blended Case-Based Teaching ； Learning Engagement ； Learning Perception

科學教育學刊

26卷2期（2018 / 06 / 01）

171 - 196

繁體中文

本研究旨在由學習參與及學習感受觀點，評估一個混成式案例教學模式應用於非正式科學師資培育之成效。本研究採用兼顧質和量的混合研究法，研究對象為某師資培育大學物理系與生物系修習教學實習，且有意願參加的17位師資生，以及3位具不同科學背景之奈米教學專精教師。混成式模式包含「觀摩教學案例」與「專精教師現身說法」兩部分。「觀摩教學案例」係為網路課程，提供由3位專精教師的4個奈米教學案例讓師資生觀摩；「專精教師現身說法」為實體課程，邀請這3位教師親臨教室與師資生面對面討論，分享奈米教學經驗。本研究利用非正式課程時間，共進行混合網路及實體之3回合循環。研究蒐集質與量的資料，研究工具包括量表、晤談、錄影、及Moodle網誌等。研究發現：一、混成式案例教學模式對師資生的學習參與，有正向的促進效益。但案例不同，參與程度有些差異。而影響師資生學習參與的因素，包括教學案例之難易度、師資生背景知識、專精教師特質、師生互動形式及時間等因素。二、師資生對本課程之學習環境感受是正向的，並覺得有助於其奈米教學的專業成長，其中以奈米學科內容知識和奈米教學策略和表徵知識較顯著，而奈米教學的評量知識比較無幫助。

The purpose of this study was to assess effectiveness of applying a blended case-based teaching model to informal teacher preparation on learning nanotechnology teaching from perspectives of learning engagement and learning perception. This study adopted a mixed-methods research approach with collection of both qualitative and quantitative data. Participants consisted of 17 volunteer preservice science teachers, who took teaching practice course, from Department of Physics and Department of Biology of a normal university, and 3 experienced science teachers who are familiar with nanotechnology teaching. The blended case-based teaching model included an online teaching cases observation course and face-to-face workshops. The online course consisted of four nano teaching cases conducted by these experienced science teachers. On the other hand, the three experienced teachers were invited to come face-to-face with the preservice teachers to share the nano teaching experience. The model took a total of 3 rounds with the blended curriculum during informal course time. Data collections included questionnaire survey, interview, videotaping, and web logs of the Moodle. The results indicated that the use of blended case-based teaching model had a positive effect on teachers' learning engagement. However, there were some differences in the degree of engagement by the teaching cases. Factors influencing preservice teachers’ learning engagement included the difficulty of teaching cases, the background knowledge of preservice teachers, the experienced teachers’ teaching style, the forms of classroom interaction, and the time. Furthermore, the preservice science teachers were satisfied with the blended learning environment, and perceived the model were helpful for their professional growth on nanotechnology teaching. Among them, the content knowledge of nanotechnology and knowledge of teaching strategies and representations were more significant, while the knowledge of assessment was less helpful.

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